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Biomedical Sciences Program

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States Funding Development of Biomedical Sciences Program:

Connecticut

Indiana

Maryland

Missouri

Ohio

Oklahoma

South Carolina

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PLTW Biomedical Sciences Program

Address impending critical shortage of qualified science and health professionals.

Prepare students for rigorous post-secondary education at two and four-year colleges or universities.

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Biomedical Careers--- some examples ---

Doctor

Nurse

Dentist

Veterinarian

Pharmacist

Paramedic

Dietician

Surgeon

Research Scientist

Health Information Manager

Medical Technologist

Radiologist

Medical Technical Writer

Physicians’ Assistant

Biomedical Engineer

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Sequence of Courses

Principles of the Biomedical Sciences

Human Body Systems

Medical Interventions

Science Research

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Standards-Based

National Science Education Standards

Principles and Standards of School Mathematics

National Health Care Cluster Foundation Standards

Standards for English Language Arts

Standards for Technological Literacy

National Content Standards for Engineering and Engineering Technology*

* Once finalized

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Curriculum Attributes

Rigorous and Relevant

Aligned with National Standards

Project and Problem-based

Integrate biology, chemistry, and physics

Integrate science, mathematics, English language arts, and social studies

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Evaluation 6

DHigh Rigor

High Context

Synthesis 5

Analysis 4

Application 3

ALow Rigor

Low Context

BLow Rigor

High Context

Understanding 2

Awareness 1

  1 2 3 4 5

Knowledge Apply indiscipline

Apply across

disciplines

Apply to predictablereal-worldsituations

Apply to unpredictable

real-worldsituations

Adapted from W. Daggett

Application Model

Bloom’s Levels of Learning

CHigh Rigor

Low Context

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The Four Courses

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Course #1: Principles of the Biomedical Sciences

Student work involves the study of human medicine, research processes and an introduction to bio-informatics.

Students investigate the human body systems and various health conditions including: heart disease, diabetes, sickle-cell disease, hypercholesterolemia, and infectious diseases.

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Course #2: Human Body Systems

Engage students in the study of basic human physiology, especially in relationship to human health.

Students will use LabVIEW® software to design and build systems to monitor body functions.

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Course #3: Medical Interventions

Student projects will investigate various medical interventions that extend and improve quality of life including: gene therapy, pharmacology, surgery, prosthetics, rehabilitation, and supportive care.

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Course #4: Scientific Research

Students will identify a science research topic, work with a mentor from the scientific or medical community to conduct research, write a scientific paper, and defend their research conclusions to a panel of outside reviewers.

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Attributes of Graduates

Think creatively and critically.

Able to problem-solve.

Communicate effectively.

Have professional conduct.

Able to work in teams.

Understand how scientific research is conducted, applied, and funded.

Principles of the Biomedical Sciences Course

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Key Biological Concepts:

Cellular basis of life

Homeostasis

Metabolism

Inheritance of traits

Defense against disease

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Key Engineering Concepts:

Process of design

Feedback loops

Fluid dynamics

Relationship of structure to function

Systems

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Examples of Student Work

Activities: build skills and knowledge

Projects: build team work and allow students to practice the skills and knowledge with a real-world task

Problems: build problem-solving skills, team work, encourage creativity, and allow students to apply skills and knowledge

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Examples of Student Activities from Unit 2: Heart Attack

Build a simple pump

Measure factors that affect pump efficiency

Dissect a sheep heart

Use LabVIEW software and Vernier probes to measure EKG, heart rate, and blood pressure

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LabVIEW Front Panel

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LabVIEW Block Diagram

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Examples of Student Activities from Unit 4: Sickle Cell Disease

Make a chromosome spread

Isolate DNA from plant cells

Analyze karyotypes

Build models of DNA and proteins

Read a genetic map

Use computer simulation software to build a designer protein

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3-D Model of a Blood Protein

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Curriculum Development TeamDavid Bartles

Antonella Bona

Beth Chagrasulis

Alan Dinner, Ph.D.

Susan Gorman, Ph.D.

Nicholas Greer

Peggy Hinzman

Angela Hopkins

Tara Johnson

Jane King

Carolyn Malstrom, Ph.D.

Tonya Mathews, Ph.D.

Marva Moore

Susan Moore-Palumbo

Stephanie Poll

Donna Putnam

Jean Schick

Angie Snyder

Tony Valentino, Ph.D.

Gene Williams

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Curriculum Review

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Reviewers:

Sarah Davis: Middle school science teacher and consultant for Education Development Corporation

James Potter: Research Associate in Hepatology at Johns Hopkins University

Meredith Durmowicz, Ph.D.: Chairperson, Department of Biology, Villa Julie College

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Curriculum Review Scoring Tool

Scored 93 separate characteristics from 1 (not present) to 4 (no revision necessary)

Rigor and relevance

Alignment of Key Concepts, Essential Questions, National Standards, Performance Objectives, and actual student work

Vertical alignment to post-secondary educational requirements

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Reviewer’s Scores:

The average total score of the ratings from the reviewers was 3.5.

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Reviewers Comments:

Jim Potter: “The curriculum is very well designed and certainly provides rigor for a 9th grade curriculum. I was extremely impressed with the scope of the document. It is unusual for a 9th grade science curriculum.”

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Reviewers Comments:

Meredith Durmowicz: “The activities offer a wide range of types of learning styles and activities, including visual (reading), tactile, oral, and graphically oriented activities. There are many opportunities for students to draw connections and demonstrate understanding in many different ways.”

Implementation

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Field Test 2007-2008

In 42 schools selected by the State Departments of Education or Workforce Development in the seven funding states.

Same schools will field test each new course as it is released.

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Expansion of Program

2008—Expand field test implementation of first course into additional schools within the original states

2009—First course fully implemented nationally including:

End-of-course exam

Purchase manual—national bid process